Lesson focus: Students will be learning how to construct an Information report, following a dictagloss activity. As a class students will participate in a dictagloss activity and individually record key points of the information report read aloud by the teacher. Students will then work in groups to construct an information report using knowledge of language features and structure of this text type. The aim of this lesson is to remind students of the key grammatical features of this text type and prepare them for developing an information report on a celebration at the conclusion of this unit of work. Links with previous learning: Students have prior knowledge of information reports and are aware of key grammatical features and structure.
Links with other KLAs:CUS2.4 (HSIE) Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.- discuss different celebrations in the local community
Prior organisation: Teacher has an information report to read to class which will also be shown on the IWB at the conclusion. In addition, a short youtube clip will be shown at the start to introduce them to the concept of the Festival of the Winds celebration and to engage them in the lesson content
ENGLISH KLA Outcomes and indicators:TS2.2 interacts effectively in groups and pairs adopting a range of roles, uses a variety of media and uses various listening strategies for different situations TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts WS 2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. WS 2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. Indicators: - recognises the main organisational stages of a spoken information report - uses language features of an information report - uses some effective planning strategies to participate in a dictagloss activity and construct an information report - works collaboratively and contributes to producing a joint information report
Resources: - IWB http://www.youtube.com/watch?v=rGkHip94f4I&feature=related (youtube clip of Festival of the Winds) (appendix 3) - Information report on "The Festival of the Winds" (Resource 2) - notebook & pencil for each student to record key information - large piece of butcher's paper for group construction of information report - whiteboard marker for each group
Introduction: The teacher begins by reminding the class about the text type - information report and initiates a brief class discussion about the various features of an information report, i.e. use of general nouns, use of factual and classifying adjectives, use of relating verbs and action verbs and use of simple present tense to indicate the general nature of the information. The teacher then shows the students the short youtube clip of Festival of the Winds (appendix 3) to engage students and advise that they will be constructing an information report about this particular celebration.Activities/ Learning sequence:Advise the students they will be participating in a Dictagloss activity, which they have done previously during English lessons. Remind them that the information report will be read to the class twice; students should listen for meaning the first time without writing and during the second reading they should make a note of any key points individually in their notebooks. They will then be asked to work in their table groups to pool their key notes and phrases and attempt to reconstruct the text using correct grammar where possible. Students should use the marker and butcher's paper to write out their jointly constructed information report. Each group then reads their final version to the class and each text is analysed and compared to the original version, which is now displayed on the IWB (Resource 2). Students will compare their own version with the teacher's information report and discuss any similarities and differences. The teacher will highlight the key grammatical features of the displayed information report and students will feedback their understanding of these features during discussion.
Extension or supportFor students who may require support, ensure they are in a group that is able to scaffold and support them during this activityFor students who are fast finishers, they could draw a picture to accompany the information report
Evidence of Learning / Assessment:The teacher will use observation to assess how well students' are able to record key information during the dictagloss activity. Also, teacher will observe how effectively students are able to work collaboratively to participate in this joint construction of text. Finally, for formative assessment, the teacher will collect each information report and will use these to assess how well each group of students were able to produce an information report using the key language features of the text.
Reflection:
Were students engaged throughout the lesson?
Were the learning outcomes met?
Did the students understand how to properly construct an information report using key grammatical features & structure?
How effectively did students collaborate to produce an information report following a Dictagloss activity?
Did I cater enough for the different learning styles in the group?
Was the timing reasonable?
References: NSW Board of Studies, English K-6 Syllabus, Sydney: Author. NSW Board of Studies, English K-6 Modules, Sydney: Author. Droga, L., Humphrey, S. (2010) Grammar and meaning: an introduction for primary teachers. Target Texts: NSW Renner, C. (2002). Shows and Festivals, Echidna Books: Victoria
TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts
WS 2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
WS 2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.
Indicators:
- recognises the main organisational stages of a spoken information report
- uses language features of an information report
- uses some effective planning strategies to participate in a dictagloss activity and construct an information report
- works collaboratively and contributes to producing a joint information report
http://www.youtube.com/watch?v=rGkHip94f4I&feature=related
(youtube clip of Festival of the Winds) (appendix 3)
- Information report on "The Festival of the Winds" (Resource 2)
- notebook & pencil for each student to record key information
- large piece of butcher's paper for group construction of information report
- whiteboard marker for each group
Finally, for formative assessment, the teacher will collect each information report and will use these to assess how well each group of students were able to produce an information report using the key language features of the text.
NSW Board of Studies, English K-6 Syllabus, Sydney: Author.
NSW Board of Studies, English K-6 Modules, Sydney: Author.
Droga, L., Humphrey, S. (2010) Grammar and meaning: an introduction for primary teachers. Target Texts: NSW
Renner, C. (2002). Shows and Festivals, Echidna Books: Victoria